Your search found 22864 results.

Descriptors:
Intelligence; Behavior Problems; Genetics; Etiology; Environmental Influences; Preschool Children; Longitudinal Studies; Twins; Attendance; Cognitive Ability; Socioeconomic Status; Minority Groups; Enrollment; Child Care Centers; Economically Disadvantaged; Preschool Education

Abstract:
Background: Preschool involves an array of new social experiences that may impact the development of early externalizing behavior problems over the transition to grade school. Methods: Using longitudinal data from a nationally representative sample of over 600 pairs of US twins, we tested whether the genetic and environmental influences on externalizing problems differed between children who did versus did not attend preschool. Results: At age 4, the genetic and environmental etiology of externalizing did not differ by preschool attendance. In contrast, by age 5 years (kindergarten age), the genetic and environmental etiology of externalizing significantly differed by preschool attendance. Among children who did not attend preschool, externalizing at age 5 was predominantly due to environmental influences (52% shared environment, 34% non-shared environment) rather than genetic differences (13%), whereas among children who had attended preschool, externalizing at age 5 was primarily due to genes (67%), and shared environmental influences were negligible (0%). These interactions represented the differential longitudinal persistence of genes and environments that contributed to externalizing at age 4. Sensitivity analyses ruled out confounding due to early mental ability, socioeconomic status, minority status, child age, and prior history of childcare. Conclusions: These results indicate that preschool enrollment is associated with increased genetic and decreased shared environmental influences on the development of early externalizing behavior problems. (Contains 1 table, 3 figures, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Motivation; Behavior Theories; Ethnic Groups; Migrants; Psychological Characteristics; Young Adults; Group Membership; Citizen Participation; Internet; Correlation; Immigrants; Goodness of Fit; Peer Groups; Parent Child Relationship; Guidelines; Minority Groups; Computer Mediated Communication; Ethnicity; Foreign Countries

Abstract:
Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people's offline and online civic engagement and to clarify, based on Ajzen's theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16-18 and 19-26; mean age 20.5 years; 52% female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Profiles; Minority Groups; Academic Persistence; College Admission; Graduation Rate; Admission Criteria; College Applicants; Student Characteristics

Abstract:
A profile-oriented retention strategy embraces the admission process as a powerful lever in improving retention and completion rates and recognizes that the student profile can be shaped by changes in admission policies or priorities--even within the current market position of the institution. In addition, the student body can be oriented toward success and defined by retention and graduation through approaches that do not trade access for selectivity. This article suggests three approaches to a profile-oriented retention strategy, in relation to B. Alden Thresher's prescient themes, through a discussion of test-optional policies, use of non-cognitive variables in the admission process, and varied approaches to curricular and degree pathways. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Attitudes; Minority Groups; Bilingual Education; Whites; Bilingualism; Bilingual Education Programs; Cultural Context; Census Figures; Regression (Statistics); Hispanic Americans; Population Distribution; Population Growth; Hypothesis Testing; Fear; Negative Attitudes

Abstract:
This study examines local contextual conditions that influence opposition to bilingual education among non-Hispanic Whites, net of individual-level characteristics. Data from the Texas Poll (N = 615) are used in conjunction with U.S. Census data to test five competing hypotheses using binomial and multinomial logistic regression models. Our results support a "racial threat" hypothesis, suggesting that increasing opposition to bilingual education among Whites corresponds to changes in the Hispanic population. We find opposition to bilingual education among non-Hispanic Whites to be most pronounced in areas with substantial growth in an already sizeable Hispanic population, and least pronounced in areas of high growth rates and historically low proportions of Hispanics. Importantly, our results highlight the relevance of the interaction between minority group size and minority growth rates in generating majority opposition to bilingual education programs in the United States. (Contains 1 table, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Cultural Differences; Minority Groups; Citizenship Education; Migration; Social Theories; Cultural Pluralism; Self Determination; Immigration; State Action; Acculturation

Abstract:
Most societies today are culturally diverse. Increasingly, minority groups are demanding recognition and self-governing rights to protect their ways of life against that of the majority. These demands represent a serious challenge for the state: how is it to balance between the equally legitimate claims of the many cultures inhabiting its territories, all the while promoting a set of common practices and democratic institutions? In several influential publications, Will Kymlicka has offered persuasive answers to those questions. This article examines his theory, with particular emphasis on the distinction he draws between what he calls national minorities and polyethnic (or immigrant) groups. Given his hierarchical structuring of both groups, this article attempts to show that Kymlicka falls into somewhat contradictory positions, especially evident when considering the implications of his theory on how education is structured within multicultural states. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Student Attitudes; Vocational Education; Minority Groups; Minority Group Students; Dropout Rate; Educational Attitudes; Educational Experience; School Orientation; Foreign Countries; Regression (Statistics); Ethnic Groups; Prior Learning; Role

Abstract:
In this study, we examine students' educational attitudes upon the transition to Dutch senior vocational education (SVE), a transition associated with high dropout rates in the first year. Prior studies have identified differences in educational attitudes between sociodemographic groups. However, the mechanisms underlying those differences remain topic of debate: some studies point at differences in the school orientation and support in students' social communities outside school, others focus on differences in educational experiences between sociodemographic groups. Multilevel sequential regression analyses on a diverse sample of 1438 students in urban SVE schools reveal that students have very positive educational attitudes upon their transition to SVE. Ethnic minority students express particularly positive attitudes. School-related encouragement and support at home plays an important role in students' attitudes, but the attitudes of students from lower educated or ethnic minority communities are less related to this support. Prior school experiences play an essential, but occasionally counterproductive, role in students' attitudes upon transition, depicting the transition as a fresh new start for some, and an unwelcome threshold for others. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Jews; Judaism; Religious Education; Acculturation; Minority Groups; Cultural Differences; History; Sociology; Scholarship; Models; Educational Objectives; Creativity

Abstract:
Education and assimilation seem intimately connected; education either supports assimilation or thwarts it. But these paradigms assume a model of cultural vitality that depends on what one scholar aptly terms "tenacious adherence," over time, to an unchanging cultural or religious tradition. Taking the example of the Jewish community and Jewish education and drawing on Jewish history and contemporary sociology of the Jews as well as other scholarship, this article presents the argument that this model is untenable. Instead, the goals of Jewish education ought to be reconceptualized, and the aim should instead be for "responsible assimilation," that is, the cultivation of the capacity to creatively and responsibly assimilate external norms and practices in the service of the growth and vitality of Jewish culture. (Contains 20 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Profiles; Child Care; Parents; Educational Quality; Child Development; Infants; Risk; Educational Attainment; Mothers; Correlation; Outcomes of Education; Employed Parents; Parent Attitudes; One Parent Family; Family Income; Minority Groups; Caregivers; Teacher Student Ratio; Certification

Abstract:
Building on prior variable-oriented research which demonstrates the independence of the associations of child care quality, quantity, and type of setting with family factors and child outcomes, the current study identifies four profiles of child care dimensions from the NICHD Study of Early Child Care and Youth Development. Profiles accounted for 73% of total variance in 10 child care variables measured for 489 6-month-olds in nonparental child care including type of setting, quantity of care, and structural/process quality indicators. Dominant marker variables were used to label the four profiles which revealed complex patterns. Lower family risk, especially higher maternal education, was associated with profiles marked by features associated with better child outcomes, but only maternal belief in the harm of maternal employment protected against child care profiles with features associated with poorer child outcomes. By allowing child care characteristics to correlate freely with dimension profiles using a person-oriented approach, results facilitate examination of the contributions of each individual characteristic to each profile, suggesting ways to improve child care provision and to examine child care selection. (Contains 6 tables, 1 figure, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Minority Groups; Racial Differences; Academic Persistence; White Students; Research Methodology; Comparative Analysis; Research Needs; College Students; African American Students; Hispanic American Students; Asian American Students; Educational Environment; Racial Composition

Abstract:
What explains the persistent gap in college retention between white American college students and those who are members of ethnic minority groups? Some argue that a large part of the answer is campus racial climate: a negative climate disproportionately harms minority students and leads to worse outcomes. Existing theory provides some basis for this expectation. However, we find that empirical support for this claim is weak. Many studies fail to compare findings across racial groups, and the few that do offer at best inconsistent support for the thesis that racial climate helps to explain the retention gap. Furthermore, many studies are plagued with severe methodological problems such as lack of attention to level of analysis and failure to offer rigorous tests of differences across groups. We discuss the implications and offer recommendations for future research. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Opportunities; Adolescents; Employment; Males; Masculinity; Minority Groups; Middle School Students; High School Students; Job Skills; Health Promotion; Barriers; At Risk Persons; Interviews; School Districts; Intervention; Dropout Prevention; Career Development; Adults; Out of School Youth; College Preparation; Cultural Pluralism; Teacher Competencies; Youth Programs; Access to Health Care

Abstract:
In 2011, the Robert Wood Johnson Foundation (RWJF) created the Forward Promise initiative within its Vulnerable Populations Portfolio to place a strategic emphasis on the needs of middle school- and high school-aged young men of color. RWJF's goal is to strengthen educational opportunities, pathways to employment, and health outcomes for these young men. All young people require support on the road to becoming healthy and productive adults, and a young man's path to growing up is likely to involve experimentation and risk-taking as he shapes his masculinity and exerts independence. The data show that for young men of color, those actions--which for other young men might be treated as youthful mistakes--are apt to be judged far more severely and punished with lasting consequences. Helping young men navigate their teenage years successfully is key to helping them reach their full potential. RWJF worked with the Center for Law and Social Policy (CLASP) to conduct a scan of issues facing boys and young men of color in the areas of education, health, and pathways to employment. The authors sought to understand both the barriers and opportunities in this work in order to make an informed decision about where to place resources to best influence outcomes for boys and young men of color. This document is a synthesis of the findings from that scan, which RWJF used to refine its strategy for Forward Promise. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (958K)